小学语文教材儿童伦理性主体建构评析——以人教版小学语文教材所选课文为例  

Comment on Ethical Subject Construction in Primary Chinese Textbooks:Taking Selected Texts of PEP Primary School Chinese Textbooks for Example

作　　者：李灵玲[1] 

机构地区：[1]北京师范大学课程与教学研究院,北京100875

出　　处：《廊坊师范学院学报（社会科学版）》2014年第5期124-128,共5页Journal of Langfang Normal University(Social Sciences Edition)

摘　　要：人教版小学语文教材非常重视通过审美、知识和生活经验等方面的描写叙述来塑造儿童的伦理形象,辅助儿童伦理人格的成长。在这些课文中不少是直接以儿童作为故事的主体或者参与者,以表现他们通过观察、经历等方式形成自己的伦理意识和美德行为,但大多数的课文还是将儿童视为需要被引导的伦理认知者和行为者,尚未充分尊重儿童作为伦理主体所具有的自律性、独立性和平等性。而合理地、适当地强化语文课文的儿童伦理性主体建构,既是教育科学认知不断深化的需要,也是落实以学生为主体的教育改革的重要路径。Chinese textbooks for primary school （PEP） attach great importance to shape children＇s ethical image, especially the growth of the children＇s moral personality through description of aesthetics, knowledge and life experience. Most of these texts take children as directly the main body or participants of the story, showing that they form their own ethical awareness and virtues through observation, experience and so on. However, in most of the texts, children are regarded as the object to be guided in ethics, cognition and behavior, and are not yet fully respected as the main body of moral self-discipline, independence and equality. To strengthen children＇s ethical subject reasonably and appropriately is not only the need of deepening educational scientific knowledge, but also an important way to implement the student-centered education reform.

关 键 词：小学语文教材 儿童 伦理性主体 建构 

分 类 号：G622.3[文化科学—教育学]